MA2012 Developments in Maths Assessment

Developments in Mathematics Assessment

What is the source?

• Andrew Taylor, Developments in Mathematics Assessment, MA Conference, Keele, 11 April 2012.

What's the big idea?

What are the future changes we know about and don't know about in the assessment of mathematics in schools?

What is their background?

Andrew Taylor Andrew joined AQA as Senior Subject Officer for GCSE Mathematics in 2001 and moved into the newly created, wider role of Head of Subject.

What are they saying?

The full PowerPoint slide deck:

Changes to the specifications:

• Until the outcome of the NC review all changes relate to assessment regulations - the mathematical content doesn't change
• The definition of 'end of course' still needs to be clarifies. DfE aims are toresuce needless early entry, which AQA supports. However some student are able to complete GCSEs early and move on to further study.

Discussion about early entry:
Catherine offers a model in her Grammar school in which students sit GCSE statistics early and sit GCSE maths and additional maths at year 11 and " walk to an A* "
"It's like old fashioned courtship - for Gods's sake wait!" "We've lost the plot - early entry has tripled in the last five years." Tony Gardiner

How will performance tables change?

• From 2014 onwards:
• No qual can be countesd as mre than one qualification in the headline emasures of performance.
• Dual award GCSEs sucha s GCSE science will continue to count
• Onlye existing full course GCSEs established iGCSEs annd one other count
• What are the criteria for qualifications to be included in the headline measures?
• they must be at least equivalent in size to a GCSE (120 guided learning hours)
• They must use a grading system (ie cannot be pass/fail)
• ...

Influence of the EBacc?

• Research showed effect on futhure CSE choice since intro 47% of pupiils taking GCSEs in 2013 are now studying an EBacc palate
• in 2011 this was only 22%

National Curriculum Review:

• interim report dec 2011
• www.education.gov.uk/publications/standard/pubicationDetail/Page1/DFE-00135-2011
• core, found, and basic subjects
• more breadth at ks4 reclassify D&T, citizenship and ICT to 'basic' curriculum
• revised apporoach to Programme of Study (what is to be taught) and Attainment Targets (the standard expected)
  ambition to have greater clarity (influenced by Hirsh and Massachusetts) remove level descriptors
• Possible changes to the length of ks3 and ks4

Discussion:
Teaching of algorithms.

Future GCSE reform and mathematics (from DfE):

• addressing broad employer concerns on the levels of literacy and numeracy attained by students awho have completedGCSE
• employers to have faith that students who have achieved a good grade at GCSE maths are indeed numerate and are ready to use these skills effectively
• Sec of St thinks that er should set a new goal that the majority of students are studying math to 18 within a decade
• learning from the GCSE linked pair as a key part of reform of GCSE mathematics

Discussion:
"I think the idea of core and extension GCSE has some favour"- Andrew Taylor
"We have lost the distinction between advice guidance policy and control" - Tony Gardiner "five maths points per GCSE paper is bonkers"

A-Level Changes - Coming Soon:

• complete review of A-level content and assessment?
• putting universities in charge of A level redevelopment?
• having one awarding body or one university responsible for each subject?
• abolishing re-sits?
• abandoning January examination sessions?
• future of AS levels?
• linear A-levels?
• for first teaching in September 2014?

Discussion:
September 2014?
"It will be delayed again" - Tony Gardiner
"I think I'll win that bet - maths will be done on time" - Andrew Taylor
Are universities invested in the change process? Is that altruism?
"Desire on the part of government is for more people to do more maths for longer" - Andrew Taylor "But who will do all the teaching?"
What should we be doing to develop FSMQ to meet these needs to supply an appropriate and engaging post 16 curriculum for those learners for whom A-level isn't the right course?

The AQA Mathematics Suite:

It's pretty complex - there are 22 qualifications listed [but I'm not going to record all of them here]
Discussion:
Performance tables drive credibility?

Pathways:
Discussion:

Where can I learn more?

If you have any suitable links to related texts, web sites or other sources, put them here.

What next?

Explain what relevance this has to us:

• How will this change your practice?
• What do you or we need to do differently to make use of this idea?
• How will it improve learning?

Pay particular attention to the last question: if you can't see how it improves learning, say so.